(1984). Description of Project No. 8 on \Innovation of Primary Education.\ Secretariat Memorandum. Innovation in elementary education is the theme of a five-year program developed by 23 European nations which is described in this paper. The project began with a conference held in Liechtenstein in 1982 which confirmed the importance of broadening the primary school curriculum beyond simply teaching the basics to include understanding other cultures and democratic values. In 1983 the program focused on innovation and the study of a restricted number of areas of innovation such as new technologies and human rights education. The second year, 1984, was the beginning of the operational phase of the project. Key factors in the innovation process were identified and a series of educational research workshops on specific curriculum areas began. Case studies were also commissioned. For 1985 two symposia are planned on childrens' needs and new technologies and five more case studies will be commissioned. Plans are also underway for 1986 and for a final conference to be held in 1987….

Jackson, Stanlie M., Ed. (1982). Minority Woman's Survival Kit: Personal and Professional Development for Minority Women. Facilitator's Manual. This facilitator's manual consists of guidelines and materials for use in conducting a workshop dealing with the professionl and personal development of minority women. Included in the first half of the manual are the following pieces of information pertaining to implementation of the workshop: background on the need for and development of the workshop, a workshop outline and time schedule, an explanation of the logistics of the workshop, a prelude to the workshop, lesson plans for its four sessions, and a suggested reading list. The second half of the manual consists of a participant's notebook that contains various forms and information, including a workshop outline; a pre-workshop questionnaire; an overview; an introductory exercise; a definition of minority women; materials for use in self-appraisal; lists of basic human rights with respect to work; unwritten rules in business; rules for dressing for success; information on assertiveness; networks; key laws and agencies; sample… [PDF]

(1969). A Summary of the 1969 School Decentralization Law for New York City (As Passed by the New York Legislature April 30, 1969). This report is a summary of New York City's school decentralization law for the use of educational and community personnel. The New York City Office of Education Affairs of the Human Rights Administration (HRA) prepared and distributed the report as a public service in response to requests for explanation of the law. No editorial opinion was expressed, nor any attempt made to interpret unclear and ambiguous portions of the law. Where the language of any provision raises glaring questions, the summary calls attention to the problem and some different possible interpretations, but for the most part just sets forth what the law says. The report includes: (1) introduction; (2) background and transition provisions; (3) timetable; (4) nature and creation of new community school districts; (5) composition and election of new community and city school boards; (6) jurisdiction and authority of community and city school boards; (7) position and authority of the chancellor; and (8) provisions… [PDF]

(1972). Social Studies Human Behavior Studies Program, K-6 (Part One of a Two Part Series). The social studies curriculum guide for levels K-6 emphasizes the role played by all ethnic groups in the development of the American culture. Main goals of the course are to enhance the student's knowledge of self, appreciation of his heritage and the heritage of others, and understanding of the contributions of many peoples to the growth of the United States. An inquiry method of teaching is used throughout the course. The following courses are outlined: 1) Who am I? As I See Myself, As Others See Me; 2) Individuals — Similarities and Differences; 3) Group Behavior–Individuality and Conformity; 4) Communities–Interdependence and Change; 5) Individuals and Groups–Prejudice and Propaganda; and 6) Individuals and Groups–Human Rights and Protection. Teaching-learning strategies which include sample questions and learning activities, information sources, behavioral goals, and a bibliography of teacher and pupil references are provided for each course. Also included are a course… [PDF]

Folson, B. D. G. (1971). An Experiment in Civic Education in Ghana. The Centre for Civic Education has as its chief objective educating the populace of Ghana in social, economic, and political subjects. To effect this, the country is divided into 9 regions, made up of 51 districts, with 2 organizers per region. A board of Trustees acts as the Centre's governing body. The work of the Centre is organized into programs. Three programs have been completed: (1) the moral and social aspects of democracy, (2) constitutional proposals made by the Constitutional Commission with particular emphasis on human rights, and (3) problems of local government. All programs are directed to both the literate and the illiterate, the urban and the rural citizen, the young and the old. Teaching techniques used are lectures, discussion groups, debates, symposia, puppet shows, and plays. Audiovisual aids are used extensively, with the material presented in both English and the major vernaculars. The Centre aims to become completely self-supporting in the near future. (Page… [PDF]

Tibbitts, Felisa (1999). Prospects for Civics Education in Transitional Democracies: Results of an Impact Study in Romanian Classrooms. An impact study was conducted in the 1994-95 and 1995-96 school years with a single cohort of Romanian students (n=109) who used experimental civics texts in the seventh and the eighth forms. The texts emphasized critical thinking, dialogue, and participatory methods of instruction. In addition to these "treatment" classrooms, comparison classroom students (attending the same school but receiving civics instruction using the official Ministry textbooks) were administered a student questionnaire. Closed-ended questions asked students to rate the importance of a series of proposed characteristics of a good citizen, as well as the importance of individual human rights listed in the survey. The two-page questionnaire included an open-ended question about what the students considered to be characteristics of a good citizen. Data from nearly 900 surveys were collected over the course of the study. Findings appear to confirm other studies that have shown a clear link between… [PDF]

Wolhuter, C. C. (2000). A Comparative Education Course: Experience and Views of Students at a South African University. This paper deals with research on a comparative education course as assessed by students at the University of Zululand, South Africa. The paper outlines the teacher training program at that university, the place of comparative education within that program, and the curriculum of the comparative education course. At the end of the course 245 students were asked to rate the course as a whole and thereafter each of the following topics on a 5-point Likert scale: education policy; human rights and education; comparative education; the education system of South Africa; the education system of England; and the education system of Kenya. Students were also asked which countries' education systems and/or topics not included in the course they would like to be part of the course. Finally, they were asked to motivate their ratings and their desires of topics that they feel should be included in the course. This paper summarizes and discusses the response to the comparative education course…. [PDF]

Priedite, Aija (2003). The Evolutionary Process of Laws on the State Language, Education, and Naturalisation: A Reflection of Latvia's Democratisation Process. Mercator Working Papers. At the time of the collapse of the Soviet Union, ethnic Latvians were only 52 percent of the total population of Latvia, and official use of the Latvian language had greatly diminished while Russian had become the dominant language. It took 15 years to develop the legal instruments necessary for stabilizing the official status of the Latvian language while complying with internationally accepted human rights norms. The law in its current form is clear and functional, although there are certain difficulties in implementation. Not all of those who are required to know Latvian at the necessary level are in compliance. This report presents information on: (1) "Education Law"; (2) "Law on Citizenship"; and (3) "Incorporating the Concept of Integration into the State Administration System." The paper notes that although the law helps establish the official position on language, in a democratic society, all people can converse in private as they wish. There is… [PDF]

Cheng, Amy; Fairbrother, Greg; Moore, Carey; Mukai, Gary; Young, Jocelyn (1995). Understanding China in the 21st Century: Political, Economic, and Security Issues in the Asia/Pacific Region. Part I, U.S. and Japanese Relations with China: Case Studies of Cooperation and Competition. This curriculum unit is part one of a three-part series. The unit introduces students to policy options for U.S. and Japanese relations with China at the beginning of the 21st century. By identifying and examining these options, students gain an awareness of U.S., Japanese, and Chinese perspectives on political, economic, and security issues. Provided is a rationale and introduction to the lessons, along with unit goals, materials, time required, suggested sequence of activities, small group roles, subjects, equipment needed, icons, and policy study references. Lessons included in the unit are: (1) "Historical Legacies"; (2) "China's Political Situation"; (3) "China's Economy in Transition"; (4) "U.S.-Sino Relations: With a Focus on Human Rights"; (5) "SINO-Japanese Relations: With a Focus on Security Issues in the South China Sea"; and (6) "Asia-Pacific Economic Cooperation." Handouts and primary source documents have been…

Lillich, Geoff (1999). American Justice on Trial. Grade 11 Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. On February 19, 1942, at the height of U.S. involvement in World War II, President Roosevelt authorized military leaders within the War Department to place all Japanese Americans residing on the West Coast in detention camps. The following months saw the relocation of some 120,000 Japanese Americans, of whom 77,000 were U.S. citizens. The decision to relocate Japanese Americans raises many compelling questions about the workings of U.S. justice during crisis periods such as World War II. What if, after the war, an international tribunal had put the U.S. government on trial for violating the human rights of Japanese American citizens? In this lesson, students enact such a trial by means of researching documents, photos, and materials available on the World Wide Web. Students will act these roles: judges, historians, prosecution, defense, witnesses, media, and protestors. Students are provided with background information, detailed instructions, and online and print resources. The… [PDF]

(1999). European Union and Racial Discrimination. The European Community (EC) has the power to pass laws based on the Community Treaty. Since 1989, the EC's Commission for Racial Equality has called for an amendment to the European Treaty that would provide basic protection against racial discrimination throughout the EC and legal remedies for those who suffer discrimination. Tracing the history of the foundation of the EC shows that there has been a tradition of opposition to discrimination, although provisions against racial discrimination have not been explicit. Advocates of formal provisions argue that the single market cannot function properly if people from minority ethnic groups are deterred from moving between countries because protection is weaker in one country than another. The Treaty of Amsterdam, which was accepted by member countries in June 1997, contains amendments that commit the EC to respect for human rights generally and to opposition to sex, racial, or ethnic discrimination. Before the treaty goes into effect,… [PDF]

Peters, Michael A. (2004). The University and the New Humanities: Professing with Derrida. Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v3 n1 p41-57. Recently, Derrida has pointed to the university to come and the future of the professions within a place of resistance, and yet maintained the historical link to two ideas that mediate and condition both the humanities and the performative structure of acts of profession: human rights and crimes against humanity. Derrida (2001a) maintains that the "modern university should be unconditional", by which he means that it should have the "freedom" to assert, to question, to profess, and to "say everything" in the manner of a literary fiction. This article reviews what Derrida calls "the future of the profession or the university without conditions". Second, it focuses on a series of criticisms raised by Richard Rorty against Derrida's concept of literature and on Derrida's status as a "private ironist". Third, the article examines Derrida in relation to the ends of literature and the university, under the impact of globalization and new… [Direct]

Palfreyman, David (2004). Does OFFA Have Teeth?. Education and the Law, v16 n4 p249-260 Dec. Sir Martin Harris, ex-Vice Chancellor of Manchester and of Essex, is appointed as the first Director of the Office for Fair Access (OFFA). The Higher Education Act 2004 creates (s31) "the Director of Fair Access to Higher Education" and then requires (s24) higher education institutions (HEIs) to agree "approved plans" with OFFA before they can charge undergraduate tuition fees to UK/EU citizens that exceed "the basic amount" (currently 1150 British pounds) and that can range up to 3000 British pounds per annum from 2006/2007 ("the higher amount"). The Act in ss33-37 and 39 gives power for the Secretary of State for Education and Skills to make Regulations concerning such "plans". In this article, the author examines whether the regulations implemented by OFFA can potentially threaten HEI autonomy. He also discusses how an HEI that follows OFFA access plan "may" become open to challenge under the Human Rights Act from other… [Direct]

Adeleke, Fajoju; Afen-Akpaida, Justina; Aluede, Oyaziwo; Omoike, Don (2008). A Review of the Extent, Nature, Characteristics and Effects of Bullying Behaviour in Schools. Journal of Instructional Psychology, v35 n2 p151-158 Jun. Bullying behaviour no doubt is becoming a common feature, and a nightmare in schools all over the world. It is a worrisome practice in schools because it infringes on the child's right to human dignity, privacy, freedom and security. The physical, emotional and educational consequences of bullying behaviour can never be underestimated. Therefore, this endeavour attempted to further expose us to the meaning, history, extent and nature of bullying behaviour in schools. The characteristics of bullies and their victims and the effects of bullying on the child's mental health were also discussed…. [Direct]

Cohen, Jonathan; McCabe, Libby; Michelli, Nicholas M.; Pickeral, Terry (2009). School Climate: Research, Policy, Practice, and Teacher Education. Teachers College Record, v111 n1 p180-213. Background/Context: Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people's experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. However, school climate is more than individual experience: It is a group phenomenon that is larger than any one person's experience. A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributive, and satisfying life in a democratic society. This climate includes norms, values, and expectations that support people feeling socially, emotionally, and physically safe. People are engaged and respected. Students, families, and educators work together to develop, live, and contribute to a shared school vision. Educators model and nurture an attitude that emphasizes the benefits… [Direct]

Schlesinger, Arthur M., Jr. (1992). The Disuniting of America. Considering what it means to be a citizen, this book examines the effects of greater ethnic awareness on U.S. education. The book agrees that the upsurge in ethnic awareness has had some healthy consequences, but fears that concentrating too much on the differences among people poses the danger of fragmenting society. Instead of a transformative nation with an identity all its own, America increasingly sees itself as a preservative of diverse alien identities. The multi-ethnic dogma abandons historic purposes, replacing assimilation by fragmentation, integration by separation. In no arena is the rejection of an overriding national identity more crucial than in our system of education. The debate about curriculum is a debate about what it means to be an American. The volume questions whether the purpose of teaching history and literature is to raise the self-esteem of minority groups rather than to teach an accurate feel good about themselves rather than to teach an accurate…

Anderson, Tigge Anne; Crump-Dumesnil, Elizabeth (1994). Bibliography of Learning and Teaching Resources To Support Cultural Diversity. This annotated bibliography was created as a result of ongoing collaboration between Alberta (Canada) Education and Alberta Community Development on the topic of multiculturalism. It identifies some of the best resources which are available to schools in order to make these resources known to teachers and principals. The entries have been selected and evaluated to ensure a good curriculum fit, practicality, availability, and balance across grades. The approximately 500 print and audio-visual resources form a base on which to build programs and library collections. Each entry contains the following information (if available): grade level; author; title; publication information; ISBN; and annotation. The material has been organized into the following sections: Teacher References; Bibliographies and Catalogues; Africans; Afro-Americans (includes Canada); West Indians; Chinese; Japanese; South East Asians; South Asians; People of the Near and Middle East; Central and South Americans;… [PDF]

(1995). Social Studies 20 and History 20 World Issues: A Bibliography. This bibliography is designed to provide Saskatchewan (Canada) teachers with steps to introduce a multi-resource approach to teaching Social Studies and History. The bibliography is designed to assist educators in choosing a variety of appropriate resources to support the Social Studies 20 and History 20 curricula. Items listed are intended to promote the philosophy of resource-based learning in which the curriculum is supported by a variety of resources rather than a single textbook. The resources include videotapes, CD-ROM programs, maps, computer software and various print resources. Each entry lists the following information: title, media designation, author, series, publisher, distributor, date collation, order number, price, and a brief annotation. Audiovisual citations include the title, media designation, series, producer, distributor, date, length, duplication order number and an annotation. A subject and unit index also provides information related to the environment,… [PDF]

Aiken, Geoff; Benton, Susan; Duvall, James; Eltzroth, Diane; Hooyberg, Astrid; Keim, Marilee; Norris, Elizabeth; Smith, Peggy; Vogel, Kathy; Williams, Steven (1997). Teaching East Asia: China, Japan, Korea. Lesson Plans for Middle School Teachers. Volume I. This volume contains 40 lesson plans that were written for middle school teachers to help students learn about East Asia. The lessons are organized across five themes: (1) "People, Places & Environment"; (2) "Technology, Production, Distribution & Consumption"; (3) "Cultures, Continuity, Change"; (4) Institutions, Power & Government"; and (5) "Indiana & Global Connections." The themes involve several areas of study including, geography, economics, history, anthropology, archeology, citizenship and government, and world cultures. Each lesson plan states the purpose, theme, suggested time, key vocabulary and concepts, materials needed, initiation, development, and key questions. Two appendices conclude the volume. The first appendix contains maps of China, Japan, the Korean Peninsula, Taiwan and the entire continent of Asia. The second appendix contains a list of all lessons arranged by topic. The topics are listed as: (1)…

(1983). Strategies for the Legal Implementation of the International Code of Marketing of Breast-Milk Substitutes: Report on a WHO Meeting (Copenhagen, Denmark, November 10-12, 1982). For various reasons, several countries have had difficulty implementing the International Code of Marketing of Breast-milk Substitutes. To address those problems, a meeting was convened under the auspices of the World Health Organization. Specific purposes of the meeting were to inform member states about the Code and to develop national strategies for its legal implementation. Several topics were discussed at the meeting, including (1) marketing of breast-milk substitutes, (2) the development of legal support systems protecting pregnant women, (3) nutritional/medical aspects of breast-feeding, (4) initiatives taken by European countries to implement the Code by legislation, (5) constraints on implementation, (6) the role of intergovernmental organizations, (7) the role of industry, and (8) the role of consumers and other nongovernmental organizations. After lengthy discussion, participants in the meeting developed additional opinions and ideas concerning these and several related…

Elias, Robert; Woodbridge, Michael P. (1984). Citizen Action and Social Change: A Bibliography. Over 1,200 references are cited in this bibliography of literature representing two major areas of citizen participation: community organizing and grassroots participation. Materials, most of which were published between 1970 and the present, deal mainly with local citizen activism that operates both inside and outside normal government channels. Accentuating many aspects of citizen activism, the bibliography (1) places grassroots participation in a general political and economic framework that illustrates the causes and conditions of activism, (2) is strongly action-oriented, (3) places activist strategies in the context of specific public policies, and (4) encompasses areas that citizen participation materials usually ignore. Fourteen sections focus on political theory and political movements, economic democracy and community economic development, general strategies and tactics, media strategies and communications, legal strategies and community justice, electoral politics for…

Girton, Robert (1987). International Studies Seminar. Grade 9, First Semester. This curriculum guide contains the grade 9 course content of the interdisciplinary International Studies Seminar, conducted at Withrow High School in Cincinnati, Ohio. The seminar, part of the school's International Studies Academy, is an alternative education program which emphasizes global studies as the core of its curriculum. The document provides the program's philosophy, its six goals, its objectives, and the scope and sequence for 15 weeks. The program's four units of study include global awareness, differences, problems, and understandings, and students are asked to discuss and debate a variety of selected topics for each unit. Each unit includes student learning objectives, a course content outline, and a list of teaching strategies and resource materials. Some of the topics include: (1) Cincinnati as an international community; (2) social sciences and the scientific method; (3) key geographical terms and features of the world; (4) the interaction of geography and culture;…

Tucker, Jan L. (1982). Internationalizing Global Education: A Professional Priority for the 1980s. The field of global education is being advanced by the development of programs for elementary, secondary, and university levels; the production and marketing of materials and classroom teaching strategies; and the creation of policy recommendations at national, state, and local levels. In addition, research efforts are underway. For the next level of development, global education needs to both deepen and broaden its perspectives to mature into a full-fledged domain of research and development. There is a need to reconstruct nation-centered education to fit a world where an ever-growing number of problems are beyond the capacity of individual nations to resolve. The framework for this cooperation has been developed by UNESCO and by other international organizations. Recommendations made for internationalizing global education involve the collection of information about global education, the creation of a professional organization, the meeting together of interested individuals in a…

Anderson, Bernard E.; And Others (1978). The State of Black America, 1978. In this report seven scholars (Bernard Anderson, James Dumpson, Charles Hamilton, Robert Hill, Vernon Jordan, Jr., Bernard Watson and Robert Weaver) appraise the social, economic, political, and educational status of blacks and black families. Minimal gains and poor prospects for black female heads of families in the current recession job market are discussed. It is noted that in the area of education, despite substantial gains in the struggle for equality, black Americans \must continue to run fast just to stand still.\ The Carter Administration's fiscal conservatism is cited as a threat to Federal urban and housing programs. Racism is pointed to as it constitutes an ongoing denial of power and self fulfillment to the great majority of black people. It is said that 1977 was a year that demonstrated the necessity to understand politics as a long but promising process. Final recommendations to the American government comprise the issues of unemployment, urban policy and housing,…

Bradley, Robert H.; Caldwell, Bettye M. (1974). Issues and Procedures in Testing Young Children. TM Report No. 37. Because of the developmental characteristics of young children, the potential user of tests for educational evaluation needs to be keenly alert to the kinds of decisions which can be made on the basis of testing and to the limitations of testing when young children serve as subjects. The choice of a test to be used will depend on the type of decision to be made. Several decision types are discussed: program planning and evaluation, screening, and administrative decisions. After considering the type of decision to be made as a factor in test selection, several test characteristics should be considered: practical criteria, including relevance, scope, timeliness, importance, efficiency, and credibility; validity–content, discriminant, criterion, content, and edumetric; test reliability; and test bias. Cognitive, affective, and psychomotor domains are discussed in relation to determining what kinds of test characteristics are important in assessing for a particular educational… [PDF]

Hinitz, Blythe F.; Stomfay-Stitz, Aline M. (1998). Peace Education in the Early Childhood/Elementary Education Classroom: Setting the Agenda for a Humane World. Peace Education is now considered by many as a viable curriculum that could be integrated into many school programs. This paper identifies and clarifies the role that peace education can play in the creation of a humane, nonviolent learning environment; highlights recent research on brain-based learning that holds significance for the inclusion of peace education in the curriculum, especially with integration of the arts and humanities; and demonstrates and invites participation in workshop activities that enhance the quest for a peaceful school and classroom. The paper maintains that peace education can enfold integrated, brain-based, multisensory learning, and a problem-solving approach. Integration of the arts and humanities in peace education can be a form of art therapy for children living in violent communities. The paper further maintains that peace education ensures enhanced citizenship skills for a new century. Appended to the paper are lists of: resources for brain-based… [PDF]

(1999). Enhancing International Cooperation and Solidarity. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997). The booklet reports a shift of emphasis in international cooperation from assistance to partnership, participation, networking, and mutuality. Workshop participants stressed that these concepts, which are central to adult learning, need to be taken all the more seriously at a time of increasing economic globalization and accelerating development in the field of information and communications. The booklet concludes that international cooperation will be based on existing institutions, structures, and networks. According to the booklet, the challenge of a global economy must be met through global cooperation by doing the following: (1) promoting lifelong learning, taking into account advantages in terms of flexibility, diversity, and availability at different times and in different places; (2) enhancing the new vision of adult learning that is holistic and cross-sectoral; (3) expanding the capacities of governments, nongovernmental organizations, and the private sector; (4) promoting… [PDF]

Lamy, Steven L.; And Others (1981). Teaching Global Awareness with Simulations and Games. Grades 6-12. Global Awareness Series. This teaching guide contains 15 simulation/games for students in grades 6-12 on the topic of global awareness. The overall objective is to help students understand various global concepts and social studies content. Specifically, it gives students the chance to experience and understand international/intercultural situations which involve people in all walks of life such as politicians, diplomats, farmers, sharecroppers, and consumers. Students focus on the four global themes of inequality, development and technology, human rights, and basic human needs. For example, in one game, \Self Defense,\ students divide into countries with pseudonames such as Grainland, Southland, and Northland and unknowingly replay the actions leading to World War I. In another game, \Creating World Maps: Visual Data Charts,\ students redraw the size of countries to correspond to the amount of oil and food they use and their population. Some activities may be adapted for elementary grades and for the…

(1974). After Integration; Problems of Race Relations in the High School Today. A Study of Madison High School with Recommendations for New York City Schools. This report first presents a narrative and analysis of the process and aftermath of the integration of Madison High School in Brooklyn, New York City. Then 13 recommendations are stated, among which are the following: (1) Board of Education should establish a special unit to provide technical assistance for integrated schools; (2) the New York City Commission on Human Rights should provide consultation and guidance to the Board of Education and to schools requiring assistance in establishing better race relations; (3) faculty workshops should be developed; (4) an affirmative effort should be made to involve minority students in extra-curricular activities and maximize interaction between minorities and whites in such activities; (5) the Student Coordinator in the high school should be used more extensively and effectively; (6) all faculty and administrative personnel assigned to posts requiring close contact with students or supervision of extra-curricular activities should be… [PDF]

Samlowski, Michael (2006). Cooperation and Advocacy for Adult Education. Convergence, v39 n2-3 p99-108. This paper represents the text of a presentation given by the author during a panel discussion on "Paving the Way towards CONFINTEA VI: Balance and Challenges on the Side of Civil Society," in Montevideo in June 2006. The author argues that adult learning, instead of inciting general interest and concern, tends to be forgotten in public discourse as well as in budgets and provision. For adult educators, their constant concern is to make learning opportunities for the adult population in their countries stay on the agenda of public commitments rather than disappear completely from them. They try to stem the tendency to ever more cuts in public budgets for adult education provision which is nibbling away more and more of the substance of this basic human right which is respected in verbose declarations but overlooked in the implementation of public administration. They seek to make decision-makers listen to their claim that adult learning opportunities must not be left to the… [Direct]